TOOLKIT
SUM Toolkit for Seniors' Media Literacy
Glossary
> Disinformation
Intentionally or unintentionally disseminated false information with the potential to manipulate public discourse.
> Misinformation
Truthful information that is disseminated with the intent to harm or manipulate.
> Pedagogical methods
Procedures, practices, rules and techniques for learning and teaching certain knowledge.
> Peer-to-peer learning
A cooperative learning method that consists of creating pairs or groups of students where one member assumes the role of the teacher and the other the role of the student.
> Train of trainers
Teaching model where a group is trained to become trainers.
> New longevity
Emerging science and technology field which aims to significantly prolong healthy human life and improve its quality during the old age.
> Lifelong learning
Lifelong learning is the continuous, voluntary and self-motivated pursuit of knowledge and skills throughout life. It goes beyond formal education and includes both personal and professional development.
> Critical trust
It refers to a form of trust that is neither blind nor unconditional, but involves a careful and thoughtful assessment of the trustworthiness, competence, and motives of a person, institution, or system.
THE SUM PROJECT
SUM (Seniors United against Misinformation) is an initiative aimed at empowering European seniors (people over 65) to develop a safe and critical understanding of information in the digital era, which has been characterized as an era of disinformation.
The SUM project fosters critical confidence by equipping older people with the tools and knowledge to evaluate media and social media and navigate the vast information landscape with discernment. Rather than encouraging widespread skepticism, the project teaches older people to assess the credibility of the media, verify information and identify reliable sources. These skills allow them to develop a balanced and informed trust towards the media, distinguishing between reliable information and possible misinformation. This critical trust doesn’t only empower older people to make more informed decisions, but also strengthens their engagement in society and reduces their vulnerability to scams and false information.
Although the elderly make up a fifth of the EU’s population, this demographic is often ignored in society. The rapid evolution of technology and media formats exacerbates the generational digital gap and increases the vulnerability of the elderly to misinformation, social exclusion and scams; a problem that the COVID-19 pandemic brought even more into focus. That’s why the SUM project focuses on giving seniors the tools to protect themselves and their communities against misinformation.
Peer learning strategy
The SUM project uses a peer-to-peer learning strategy, training older people to run workshops in their communities. This method allows seniors to learn from their peers, builds confidence and fosters an environment of lifelong learning. SUM is a two-year pilot project that culminates in this guide, which contains instructions, strategies and content to reproduce and adapt the project anywhere in Europe. Through the guide, we hope to offer civil society actors the methodologies for the elderly to be protagonists in the fight against misinformation.
Intersectoral expertise
SUM brings together experience and cross-sectoral knowledge in the fields of media literacy education (University of Lapland, Finland), fact-checking and digital media literacy (Verificat, Spain) and workshop facilitation, multimedia design and communication (Housatonic, Italy). Our combined experience has been applied to co-create a learning methodology that is graphically and simply explained in this toolkit.
WHO IS THE GUIDE FOR
This guide is intended for:
- Organizations working with older adults - Provides tools to implement effective media literacy programs adapted to older adults.
- Public bodies - Supports the integration of media literacy initiatives into services for older people.
- Media literacy organizations - Expands their work to include older people as a key demographic.
- Community members - Empowers people who want to launch local initiatives, helping older people navigate the digital world with confidence and critical thinking.
How to Use the Guide
The guide contains everything we learned, but feel free to choose what you find useful:
MEDIA LITERACY FOR OLDER ADULTS
> Context
Disinformation has become one of the most worrying problems of the digital age. It fuels mistrust of traditional sources and can exacerbate the marginalization of vulnerable groups such as the elderly. Recognizing, sharing and producing reliable information is crucial for democracy and social cohesion. And especially for the elderly, considering the risk of being exposed to scams or unreliable information about health. Addressing these challenges requires innovative approaches to media literacy training for older adults, incorporating both academic research and practical methods to create effective educational initiatives.
Disinformation is not limited to digital platforms, it also affects traditional media such as television, radio and printed press. Biased information, sensationalism, and the spread of false and misleading information in these media further erode trust and contribute to confusion, especially among the elderly who may be more reliant on these sources. Since traditional media are often a key source of information for older people, it is essential that media literacy programs also address how to critically evaluate this type of content.
> Why the elderly
European countries are getting older. The proportion of people over 65 grew in the EU from 16% in 2002 to 21% in 20222. Even so, older people are often marginalized, especially in the digital sphere, since they generally use the internet less often and in a more limited way than younger people. In addition, part of the collective lacks the appropriate skills to assess the reliability of information, particularly online news and information on health presented to the media.
The consequences of an inadequate ability to discern misinformation can be serious for older people’s health, well-being, economic security, learning and participation in society, and this is exacerbated in times of economic crises, wars and pandemics. Finally, despite European lifelong learning policies, older people have fewer opportunities to learn about disinformation than younger groups. They are outside the formal education system and generally also do not have the learning opportunities that the workplace provides.
> Media Literacy
Media literacy refers to a set of essential skills that allow people to access, understand, critically evaluate and create content and communications in different formats and contexts, both traditional and digital. This involves not only consuming information passively, but also being able to think critically about what you read, hear or see, and even create your own content responsibly.
In the case of the elderly, who have traditionally been more inclined to consume traditional media such as newspapers, magazines, radio or television, the emergence of new digital media and social networks can present additional challenges. Although the majority of this group continues to rely on these more traditional formats, they are still exposed to misinformation, both in traditional and digital media.
Media literacy is not a new concept, nor is the need to train citizens to think critically, so the current challenge is to do so in a digital society. Media literacy is a key solution, which enables the population to consume media content in a critical and beneficial way for health, promotes well-being, learning and participation in society. With this aim, SUM provides tools, materials and a reproducible and adaptable methodology for organizations and volunteers across Europe.
The aim of our methodological approach is to promote a critical trust towards the media and social networks. This form of trust is neither blind nor unconditional, but is based on a careful and thoughtful assessment of various factors such as the trustworthiness, competence, and motives of a person, institution, or system.
In other words, it is a trust that goes beyond automatically or immediately believing the information that is received. Critical trust implies that participants develop the ability to trust certain sources or information, but always with a critical mindset, so that this trust is subject to a continuous process of review and verification.
This means that even when you trust a source of information, you will do so on the basis of evidence that that source has consistently shown: by its actions, its consistency, and its ability to provide reliable and accurate information, transparent.
> Read more:
- Rasi-Heikkinen, Päivi & Luksua, Tero (2023). INCREASING SENIORS’ RESILIENCE AGAINST MIS- AND DISINFORMATION. Benchmarking report of training and materials provided for seniors in Europe. Seniors United against Misinformation. Peer learning Media Literacy Initiative for Seniors (SUM) project.
- Comparative evaluation report
- We have created a media literacy technical manual for trainers who want to train older people, with key concepts and practical examples to make this task easier. You can find it here!
The SUM Model
Actions step by step
In order to understand the problem of disinformation a bit more in-depth, including key concepts in the field of media literacy, we recommend that you read the technical manual that we have created to facilitate this task. You can find it here!
In this guide we also provide an example of a PowerPoint presentation we have created for the SUM project - you can find it as Annex 1. The presentation begins by providing key concepts and examples of misinformation and bias that may be particularly relevant to older people. The presentation also includes an overview of teaching methods and facilitation techniques that volunteers can adopt when facilitating workshops, as well as guidelines on how to organize workshops.
Here are some fact-checking organizations that may be helpful in finding good examples to update the presentation we provide, or create your own:
> Italy
- Pagella Politica - Leading Italian political fact-checking website.
- Facta - A project that tackles misinformation on a wide range of topics, not limited to politics.
> Finland
- Faktabaari - Finland’s leading fact-checking platform, focused on politics and public discourse.
> Spain
- Maldita.es - One of the best-known fact-checking media in Spain, covering disinformation in politics, health and more.
- Newtral - A fact-checking media outlet that also combats misinformation.
- Verificat - Barcelona-based fact-checking platform specializing in political and scientific disinformation in Catalonia.
- EFE Verifica - A fact-checking initiative by the Spanish news agency EFE, focused on identifying and debunking misinformation in Spanish-speaking media.
> France
- Les Décodeurs - A fact-checking initiative by Le Monde newspaper.
- AFP Factuel - The fact-checking branch of the Agence France-Presse (AFP).
- CheckNews - Run by Libération, focuses on debunking rumors and misinformation.
> United Kingdom
- Full Fact - Independent charity that checks claims made by politicians, media and social media in the UK.
- FactCheck by Channel 4 - Fact-checking unit within Channel 4 News.
> Germany
- Correctiv - Independent fact-checking organization that investigates claims made in German media and politics.
- Faktenfinder by ARD - A fact-checking portal from the German public broadcaster ARD.
> Adapt materials through co-creation
WHY
Whether you want to use the teaching materials we offer, or you want to develop your own learning materials, we recommend that you create or adapt them together with experts in media literacy, as well as with older people. This will allow you to adapt them to the needs of the end users, updating the learning contents to meet the real needs of the target audience. Involving older people in the design phase of the initiative ensures that the content of the workshop is relevant, interesting and understandable.
HOW
You can organize co-creation workshops involving media literacy experts and older adults to jointly develop learning materials that consider both the accuracy of the content and its accessibility and relevance to the audience. Later, you can gather feedback from senior volunteers and workshop participants through questionnaires and personal interviews, asking them about their interest and understanding of the workshop content, as well as suggestions for improving it. Pay attention to the examples mentioned by the participants and the conversations that arise in the sessions to know which topics are most important and interesting to them, and adapt the teaching materials to the observed interests.
Select the pedagogical approach
The traditional classroom is only one of the many pedagogical methods available. The various pedagogical approaches include:
- practical exercises (eg fact-checking, cross-checking, reverse image lookup, side reading)
- think-pair-share
- small group discussions
- group problem solving
- puzzle strategy (distribution of topics between groups of participants)
Likewise, the use of playful pedagogical methods and gamification can be a way to increase social learning.
The proposal of our workshops is fundamentally based on the SIFT method, a technique created by Mike Caulfield and designed to help the public in general to verify information online quickly and efficiently. This method consists of four essential steps: Stop, Investigate the source, Find better coverage and Trace claims, quotes, and media to the original context. We have adapted this specific proposal to the experience of the elderly, taking into account their needs and preferences, to help them develop critical skills in the verification of information, both in digital and traditional media.
Below you will find other useful resources such as cross-checking, reverse image search and side reading:
- News Literacy Project offers a detailed activity for the classroom that includes digital verification techniques such as reverse image search, geolocation, and side reading. The exercise encourages students to work in groups to verify viral rumors using these techniques and includes video tutorials to facilitate learning.
- Civic Reasoning Online offers structured lessons on lateral reading, a critical technique in which students learn to leave a site and check other sources to assess its credibility. These exercises help students contrast it with vertical reading and guide them in using fact-checking sites, Wikipedia, and news sources.
- Web Literacy for Student Fact-Checkers outlines various activities such as using reverse image lookup, viral photo tracking, and lateral reading to verify the authority of websites. The exercises are based on a set of ‘four moves’, such as checking previous work and finding original sources.
The creation of a visual identity
Whether you adapt teaching materials or create them yourself, you may want to create a visual identity for your project so that it is recognizable and appealing. This is important if you plan to turn your initiative into a project involving several partners, collaborators or funders and you want to have a clear and attractive way to present the project to them to get their support. If, on the other hand, you are planning a smaller-scale initiative, you may not need to do this.
If you decide to create your own visual identity, consider the following recommendations:
> Prioritize the design focused on the final recipients:
- Create a visual identity that serves both trainers and end users - in this case, the elderly.
- Ensure that design elements reflect the importance of human interaction and engagement.
> Adopt a simple and symbolic illustrative style:
- Uses elemental shapes to create a clean and symbolic illustration style.
- Develop a set of icons that can be used across multiple communication materials with consistency and clarity.
> Design an effective logo:
- Create a logo and name that is easy to remember and repeat.
- Use alternating colors to achieve a visually appealing and versatile logo.
- Make sure the logo is adaptable to both print and digital media, and retains clarity in black and white.
> Consider the needs of the elderly:
- Use clear and legible fonts in all sizes to improve readability.
- Choose a basic color palette to achieve a balanced and accessible design.
> Create clear and concise communication materials:
- Design brochures and PowerPoint presentations with minimal content density.
- Pay attention to appropriate font sizes and limit the use of photos and videos in essential elements, making sure they are the right size.
By following these recommen dations, you will be able to effectively develop a visual identity and a communication strategy that meets the project’s objectives and meets the needs of the elderly people we are targeting.
The SUM model involves recruiting senior volunteers (over 60 years old) interested in training their peers to recognize reliable information and discern disinformation. To become a volunteer, they must attend training sessions where they learn the basics of media literacy and disinformation, and how to organize and facilitate workshops for older people. We call them “train of trainers” workshops. They are generally given in two sessions of two hours each. After attending these sessions, participants can decide if they are interested in becoming volunteer trainers. As volunteer trainers, they will receive ongoing support from the lead organization, more resources and materials if they need them, and finally join a network of senior volunteers who support each other in lifelong learning on media literacy.
Recommendations for recruiting senior volunteers
> Identify collaborators:
Contact relevant civil society organizations or groups that match the project’s goals or work with older people to recruit volunteers from among their members. They can be associations of senior citizens, retired teachers or journalists, groups of senior students from local universities, town halls, community centers, libraries, homes for the elderly and activity clubs.
> Adapting to their interests
Tailor your volunteer recruitment strategies to match the interests and motivations of the groups you want to partner with. Highlight the benefits of participation and how it aligns with their values and mission.
> Strengthen the leadership of volunteers
Provide opportunities for volunteers to take on leadership roles and contribute meaningfully to the project. For example, they can mentor new volunteers and support them in the learning process. This fosters a sense of ownership and investment in the project.
> Promote diversity
The groups of trainers should be mixed in terms of social background, education, interests and information habits, to ensure that the workshops are inclusive and respond to a wide range of needs and audiences.
> Celebrate milestones
Recognize the achievements of volunteers to foster a positive and supportive environment. Publicly celebrate their efforts and contributions to encourage continued engagement and inspire others to get involved.
> Foster community
Foster community among volunteers through platforms such as WhatsApp groups to facilitate communication, resource sharing and coordination. Put together a comprehensive volunteer pack with essential resources to support them throughout the journey.
The “train of trainers” sessions are critical in equipping volunteers with the knowledge and facilitation skills needed to deliver their own media literacy workshops in their communities.
This involves, on the one hand, providing them with basic definitions of key concepts and didactic material prepared previously and, on the other hand, strategies for running the workshops. The presentation that you will find in Annex 1 includes training materials that cover these two learning objectives.
Once we have the trainers ready to deliver the peer workshops, we need to prepare the content of the workshops they will lead, help the trainers organize and deliver them, and find participants and venues for the workshops.
Recommendations for the training sessions
Here are our top recommendations for both train-the-trainer sessions and peer-to-peer workshops.
> Collaborate with other groups
Identify organizations or groups potentially interested in including the workshop as part of their activity grid, and who could host the workshops in their facilities and offer it to members or the general public. This could be, for example, civic and cultural centers, community centers, homes for the elderly, libraries, associations and non-profit organizations. You can also collaborate with adult training centers, where participants are already prepared to share and learn.
> Find a place adapted to the elderly
Select a training site that is safe, free of distractions and physical and social barriers, and responsive to the needs and preferences of older people, while supporting the selected teaching methods. Taking into account the diverse needs of the elderly, centers must meet accessibility requirements. Ensuring elevators, wheelchair access, adequate lighting, rest areas, comfortable seating and other possible disabilities promotes inclusion and participation. Choosing a place that is familiar to the elderly contributes to comfort and a sense of security.
> Organize intimate meetings
Workshops can also be organized in a more intimate format, to which you can invite friends, family and acquaintances who you think might be interested. These types of workshops can be organized in their own offices, or even at the volunteers’ homes if they so wish. You can also collaborate with any group or association of which the trainers are already part and which has older members, such as sports, cultural groups, book clubs, etc. Although the subject of these groups is far from media literacy, it is a way of reaching people who are less familiar with the subject and who, therefore, could benefit more from it.
> Promote the workshops
Forge relationships with organizations that specifically serve older people to effectively reach workshop participants through their networks and communication channels. Advertise in its physical spaces, through posters and printed handouts.
> Register the participants
In any case, it is important that there is a prior registration of the participants to have an approximation of the number of attendees. Factors such as location, accessibility and timing of workshops should also be considered in order to increase attendance.
> Address accessibility issues
It is essential to take into account possible learning limitations. Older people may have age-related problems, such as hearing loss, vision loss, or cognitive impairment. Adapting teaching methods for these problems, for example by slowing down the pace of instruction, using memory aids and repeating when necessary, helps to ensure an inclusive and effective learning experience.
During the workshop...
> Address the participants’ basic digital skills
Build volunteers’ basic digital skills so they can deliver workshops independently and confidently, such as the ability to edit a PowerPoint presentation or browse the internet to find examples for their workshops.
> Recognize language problems
It is essential that the teaching material is available in the mother tongue of the participants. In addition, the language must be clear, simple and avoid complex technical definitions and professional jargon. Validate the understanding of the participants during the training.
> Use a respectful and active listening approach
Effective teaching requires a respectful and active listening approach. Creating a safe and friendly environment encourages older people to ask questions and express potential insecurities with digital technologies.
> Use digital and printed material
Provide tangible resources, such as printed handouts, to improve participant engagement and understanding during workshops. This works especially well when combined with a digital presentation with images, video and other visual aids.
> Provide opportunities for social interaction
Participants are usually eager to share personal anecdotes and stories related to the topic, as well as their lives and life stories in general. Recognize their need for social interaction. Connecting with peers during training sessions is not only an opportunity to promote social learning, but also to establish and maintain relationships and alleviate possible feelings of loneliness.
> Follow-up after the workshops
Streamline feedback-gathering processes with simple, concise questionnaires to gain accurate insights into participant experiences and perceptions. Maintain an attendance record to assess the reach and impact of workshops and inform future programming decisions.
> Strengthen the confidence of the participants
Some volunteers do not have the necessary security to lead workshops independently. To mitigate this problem, less confident volunteers can be paired with more experienced volunteers. You can also hold one-on-one meetings with volunteers to provide them with further support and go over the content and methodology of the workshops together, as well as organize follow-up meetings after they have delivered their first workshop to provide feedback on their performance and help them improve.
SUSTAINABILITY AND LEGACY
Ensuring the sustainability and legacy of the project depends on fostering lifelong learning, in particular media literacy to combat disinformation in an ever-changing technological context. Creating a network of volunteers who support each other in ongoing training is vital. Volunteers can continue to independently learn about media literacy and disinformation while sharing their knowledge through peer-to-peer workshops. This approach ensures that learning and teaching continue beyond the duration of the project or intervention, benefiting our communities in the long term.
The links and social networks established during the project also play a key role in its long-term sustainability. Participants who form strong bonds are more likely to remain engaged and motivated. This lasting support network ensures that the benefits of the project continue into the future, creating a lasting legacy of community, lifelong learning and mutual support, which is key to combating vulnerability of the elderly to misinformation during the process of digitization of information.
In addition to creating an environment that values and encourages peer learning for older people, the SUM model promotes the United Nations 2030 Sustainable Development Goals, in particular: good health and well-being, quality education and reducing inequalities. Improving the media literacy of older people promotes full social, economic and political inclusion in the long term.
GET INVOLVED!
If you would like to find out more about SUM, or need support to use the toolkit or implement your own media literacy program for seniors, you can visit our website www.wearesum.eu or get in touch with us at sum@verificat.cat
